It is clear that the moment the teacher stands in front of a group for the first time, he has a power, a power that he can keep, that he may deserve or that he may lose according to the passing of the months of the semester or semester depending on the case.
Freud once said that politics, therapy and teaching were the most complicated situations and in some cases tending to work, it is clear that in all 3 power has an important and relevant point.
We must first understand what power is, how it relates to the teacher, how it relates to the reflective practice that Perrenoud proposes until reaching the importance of teacher evaluation that Francisco Javier Tejedor writes about.
So a definition of power tells us: Power refers to A's ability to influence B's behavior, so that B does something he wouldn't otherwise do. This definition implies: A potential that does not need to be realized to be effective; a dependency relationship, and the assumption that B can exercise some discretion over her own behavior. Dependency is the relationship of B to A when A has something that B requires. The greater the dependency on B, the greater is the power of A.
So we can analyze that effectively the teacher or teacher has some power over the student or apprentice, however according to their personal experience since, as mentioned in some texts, teachers of upper secondary and higher education do not have formal training to be a teacher, then their classes give it according to what they think is correct or trying to apply the style of some teacher who has marked it which is not bad, the problem is when you try to imitate something they did years ago and in generations Today it is not going to work because these generations have evolved along with technology, so we understand that in order to gain control of the group and to be able to teach their class, the teacher must exercise control over the group and does it through power.After analyzing the definition, we focus on the types of powers that exist and continuously find the following classification:
- Coercive power: Power that is based on fear. Power of reward: Achievement achieved that is based on the ability to distribute rewards that others consider valuable. Power of reference Influence based on the possession of resources or desirable personal characteristics by an individual Power of experts Influence based on special skills and knowledge Legitimate power A person receives as a result of his position in the formal hierarchy of an organization.
The new teacher generally begins with coercive power because he has little experience and in some cases that of reward, however, at some point he could go through all these types. However, we must understand that as my favorite superhero Spiderman constantly repeats “A great power leads to great responsibility ”so the ideal power of the teacher is the power of the expert.
Then, once we have managed to control the group and having the attention of the students, we begin to analyze reflective practice, Philippe Perrenoud affirms that teachers are not trained in reflective practice, that methodical, regular and instrumented analysis is required and that to bring it to intensive and voluntary training is necessary. And this author gives us 10 reasons why we should train teachers
- To compensate for the superficiality of vocational training; Didactic and pedagogical training is short or limited. To favor the accumulation of knowledge of experience. To accredit the evolution towards professionalization. To prepare to assume political and ethical responsibility. To allow to face the increasing complexity of the tasks. help to survive in an impossible trade To provide the means to work on oneself To help in the fight against the irreducible alterity of the apprentice To promote cooperation with peers To increase the capacity for innovation.
Therefore, it is important that teacher training sociology, psychoanalysis and a clear positive in order to support its students, that it manages to transmit and make them understand where our relationships with others come from, that, although they go through many things, the scars remind us where We were, but they shouldn't dictate where we are going.
The reflective teacher adapts and must evolve along with his environment to apply technologies and stop thinking that the past was better, or that everything is in a manual and that things are well done because that's how we do them here, or it is as have been doing the past few years. The reflective teacher does not give the same subject equally 2 times or repeat the same materials every year.
It is clear that the teaching roles are changing as times advance and the new roles of the university professor that would define his teaching profile are proposed could be specified in the following terms:
Organizer: develops guides and learning situations, clarifies tasks, organizes work groups…
Leadership: Shows consideration and respect for the students, favors group work, presents challenges to the students, shows enthusiasm in their task, encourages projects, motivates student activity…
Practitioner of new teaching methodologies: diversifies activities (portfolio, group work, case studies, projects…); diversifies the teaching scenarios (classroom, library, laboratory, multimedia rooms…); correct use of new technologies (integration of networks, new modalities of distance learning…)
Tutor: motivates and encourages student involvement in their learning, guides the development of the proposed activities, supervises learning experiences, guides individuals and groups, encourages positive attitudes and values …
Evaluator: integrates the evaluation in the teaching-learning process, diversifies the evaluation procedures adjusting to the diversity of activities, establishes clear criteria to evaluate, reports the results, enables corrective tasks…
In order to evaluate the fulfillment of goals or objectives, it is necessary to carry out constant evaluations to see that they are being met. Teacher evaluations have always caused conflicts between teachers since in some cases it may be possible for the teacher to be dismissed or receive administrative sanctions.
According to the publication by Francisco Tejeda Tejedor in Spain, the teaching evaluation has three evaluation objectives, linked to teaching quality.
Obtain objective, reliable and valid information on the teacher's work (it involves designing valid instruments, expanding sources of information, contextualizing results…
Consider evaluation as a stimulus for the necessary methodological innovation processes in teaching practices.
Use these data to design teacher training strategies. We therefore require a planning of teacher training, consistent with the results of the evaluation carried out.
By way of conclusion we must take into account that the teacher must evolve and have reflective thinking which is to evolve and look forward and take into account that the teacher evaluation must be a proactive tool that allows providing information that allows improving the educational programs and that find what are the competencies required to considerably improve their teaching performance and the system carry out the necessary strategies to turn weaknesses into strengths and threats into opportunities, in the same way there must be recognition for that teacher who is highlighted in your evaluation.
